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 ١

A NEW COURSE IN
MODERN STANDARD ARABIC

-
 L u g h a tu n a
A l- F u s h a
A NEW COURSE IN MODERN STANDARD ARABIC

odern Standard Arabic (MSA) is the literary language of‫ ؛‬today’s

M books, media, and formal contmunication throughout the Arah
world, the region's principal sliared language ofwritten and official discourse.
The sixh book in this new series for the classroom is designed for the Ad-
vanced levels, the mid- and higlt-advanced stages of the ACTFL proficiency
level, and Cl in the Common European Framework for Arabic learners. The
-iim of tliis book is to help students to read and write long and complex factual
and literary texts in order to appreciate different writing styles. Its main feature
:١ the tools it gives students to allow them to learn how to debateand discuss
.:ifferent ideas, describe problems, and present solutions to those problems
with the use of idioms and expressions.
The students’ facility with sentence structure and vocabulary is increased
by reading newspapers and listening to news broadcasts, and by writing about
real-life interests such as social, economic, political, human rights, and gender
:ssues. The cliapters guide students throtiglt the gradual acquisition of vocab-
alary and grammar. Exercises at the end of each chapter cover all essential
‫ا‬kills, with emphasis on reading, writing, and discussion. The accompanying
DVD includes audio material for all listening activities, dialogs, and reading
exercises. The book is further supported by online interactive reading and
writing drills, and authentic television debate programs.

١.-v\‫؛‬ia Louis has taught Arabic for many years with the International Language
Institute (ILI) in Cairo (www.arabicegypt.edu), an affiliate of International
House, and is the autlior of all the books in the Kallimni Arabi series (AUC
Press, 2007-2009).

The American University in Cairo Press

www.aucpress.com
 LUghatuna
al-Fusha

International language Institute, Cairo

International House
 L u g h a tu n a
a l-F u s h a
A NEW COURSE IN
MODERN STANDARD ARABIC

lik il، .

Samia Louis

The American University in Cairo Press

Cairo . N e w York
First published in 20,5 by
The American University in Cairo Press
, 13 Sharia Kasr el Aini, 'Cairo, Egypt
420 Fifth Avenue, New York, NY ١00,8
www.aucpress.com

Copyright © 2015 by the International language Institute

This edition is published by arrangement witli the International language Institute

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any
form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written
permission of the publisher.

Exclusive distribution outside Egypt and North America by I.B. Tauris & Co ltd., 6 Salem Road, london, W4 2BU

Darel Kutub No. 2275214/

ISBN 978 977 4 ,6 7,2 6

Dar el Kutub Cataloging-in-Publication Data

louis, Sarnia
luglratuna al-Fusha: A New Course in Modern Arabic / Sarnia louis. —Cairo:
Tile American University in Cairo Press, 2014
Book 6; cm.
ISBN 978 977 416 712 6
1. Arabic language
!.Title

1 2 3 4 5 19 18 17 ,6 15

Designed by Master Media

Printed in Egypt
 Contents ‫اﻟﻤﺤﺘﻮﻳﺎ؛‬
vii Acknowledgments
‫ﻧﻜﺮ واﻟ ﻌ ﺒ ﺮ‬-
‫ئ‬ Introduction
‫ﺗﻌﻘﺪﻣﺔ‬
xiv Plan of Modules
‫ﺧﻄﺔ اﻟﻮﺣﺪات‬
١ Revision of Book 5
٠ ‫ﻣﺮاﺟﻌﺔ ﻋﻠﻰ ﻛﺬآب‬
٢٣ Module 1:
:‫'وﺣﺒﺔ األوﻟﻰ‬
Habits and Behaviors
‫ﻋﺎدات و ﻃ ﻮﻛﻴﺎ ت‬
٢٦ Parti
١‫ﻗﺴﻢ‬
Marriage the Egyptian way
‫اﻟﺰواج ﻋﻠﻰ اﻟﻄﺮﻳﻘﺔ اﻟﻌﺼﺮﻳﺔ‬
Reading and writing a report
‫ ﻗﺮاﺀة اﻟﺘﻘﺮﻳﺮ وﻛﺘﺎﺑﺘﻪ‬٠
" Presenting arguments
٠ tJsing of critical thinking
‫ﻲ‬ ‫ﻬ‬ ‫ﻮ ﺑ‬ ‫ﻃ‬ ' ‫ال‬ ‫و ا‬ ‫ﺀ‬ ;
٠ Providing negatives and positives in dialogue
‫ﻓﻲ اﻟﺤﻮار‬ ‫اﻟ ﺴﻠﺒﻴﺎ ت وا ال ﺀﻳ ﺠﺎﺑﻴﺎ ت‬ ‫ ﺗﻘﺪﻳﻢ‬٠
٦، Part 2 Culture
‫ اﻟﺜﻘﺎﻓﺔ‬٢ ‫ﻗﺴﻢ‬
The phenomenon of young men and women
‫ت‬١‫ﻇﺎﻫﺮة ا ﺳ ﻲ ﻓﻲ اﻟﻌﻄﺎﻋﻢ واﻟﻤﻘﺎ س ﻗﺪى اﺛ ﺦ‬
working in restaurants and cafes
‫ وﻣﻮ ﺿﻮﻋﺎ ت أﺧﺮى‬+ ‫واﻟﻔﺎﺋﺎ ق‬
" Describing and analyzing the problem
‫و ﺻ ﻒ وﺗ ﻄﻴ ﻞ اﻟﻌﺸﻜﻠﺔ‬ ٠
٠ Talking about the repercussions of the problem
‫ اﻟﻜالم ﻋﻦ ﻧﺎ ﻋﻴﺎ ت اﻟﻌﺸﻜﻠﺔ‬٠
٠ Using-expressions of approval and objection
‫ اﺳﺘﺨﺪام ﺗﻌﺒﻴﺮات اﻟﻤﻮاﻓﻘﺔ واالﻋﺘﺮاض‬٠
٧٩ Module 2:
:‫وﺣﺒﺔ اﻟﺜﺎﻧﻴﺔ‬
Me and the other
‫األﻧﺎ واآلﺧﺮ‬
٨٣ Parti
١‫ﺷﻤﻢ‬
Can societal habits hurt the other ‫ﻫﻞ ﻳﻌﻜﻦ ﺻﺎدات اﻟﻤﺠﺘﻌﻌﻴﺔ أن ﺗﺆذي اآلﺧﺮ‬
٠ Reading and writing a report
‫ ﻗﺮاﺀة اﻟﺘﻘﺮﻳﺮ وﻛﺘﺎﺑﺘﻪ‬٠
٠ Presenting arguments
" Using criticism (negatives and positives) in ‫وا إلﻳ ﺠﺎ ﻳﻴﺎ ت ) ﻓﻲ اﻟﺤﻮار‬ ‫اﻟﻨﻘﺪ (اﻟ ﺴﻠ ﺒﻴﺎ ت‬ ‫ﻧﺘ ﺨ ﺪام‬ ٠
dialogue
١٣٢ Part 2 Culture ‫ اﻟﺜﻘﺎﻓﺔ‬٢ ‫ﻗ ﻢ‬
Bad habits in the means of celebrating ‫ﻋﺎدات ﺳﻴﺌﺔ ﻓﻲ ﻃﺮﻳﻘﺔ االﺣﻨﺜﺎالت ﺑﺎﻟﻨﻮاﻟﺪ‬
Egyptian mulids

٠ Expressing opinions when discussing the ‫اﻟﻘﻀﺎﻳﺎ‬ ‫ﺑﻌ ﺾ‬ ‫ﻋﻦ اﻟﺮأي ﻓﻲ إﻃﺎر ﻣﻨﺎﻗﺸﺔ‬ ‫ اﻟﺘﻌﺒﻴ ﺮ‬٠
boundaries between people ‫اﻟﺨﺎﺻﺔ ﺑ ﺤ ﺪ و د اﻟﺸﺨﺺ واآلﺧﺮ‬

١،v Revision on units 1,2 ٢ ، ١‫ﻣﺮاﺟﻌﺔ ﻋﻠﻰ اﻟﻮﺣﺪات‬

١٥٥ Module3: :‫ﻟﻮﺣﺪة اﻟﺜﺎﻟﺜﺔ‬

Between Fake and Genuine ‫ﺑﻴﻦ اﻟﻤﺰﻳﻒ واﻟﺤﻘﻴﻘﻲ‬

‫اﻟ ﻔ ﺼ ﺤ ﻰ‬ ‫ﻟﻐﺘﻨﺎ‬
IA r‫ ؟‬t n ‫ﺻ ﺄ ال‬

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‫الا‬8‫ا‬٩‫و ﻛﻪ‬.-.‫الة‬1\ ٠"‫ف‬

١‫ه‬

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jaifl ٥١ anp Apn‫؛‬s ١٥ ١B A||BnpBj6 paonpojjuj 3JB 3Jn١BU a6B١s s!q١ ‫ا‬6 ‫؛ ه‬33 ‫اا‬3١‫ إال‬UB ١٥ !saiuaqi -S)a٨a
p33UB٨pB ١B s١uapn١s J٥١ AjiljqBpBaj uo passq ١ua١u٥3 |Bjn١|٨٥jd!ap n٥ ٥١ pa١33|as 8JB saujeqi

su٥ -(ssajdxa d|aq U)d٥ ١Bq١ suojssajdxa PUB s ^ ٥ !p! asn ٥١ PUB 'su٥ !‫؛‬٥s|n ‫؛‬uasajd
‫الت‬6 sujaiqojd aqjjasap ٥١ ' SBapj q‫؛؛‬M 33J6B PUB '١oafq٥ ٠ja١١!p ٥١ M٥q MOU^ ٥١- a١Bqap ٥١ papaau
s١uapn١s a٨j6 S)1P)S aq١ ٥١ s ‫^ ؛‬ooq s ‫؛‬q١١٥ ١u ‫؛‬٥d |B3٥١ aq١ -3 ‫؛‬do١ S3 q3B3 J٥١(١!٨!١3B AjB١U3W3|dw٥3 SB
‫[دج‬00 S||!^S 6u !١!JM -6u!^Bads PUB 'Bu)ua١s ‫ ' |؛‬6u ‫؛‬pB3J ‫ﻫﻞ‬١ s3)Ba١Bj١s a٨‫؛‬١33j١a p|!nq ٥١ PUB SB OS 'S3jd٥١
S3|A١S ١U3J3J١!A١a P 6u)ja٨٥3 'SJX3١١٥‫؛‬ap JB٨‫؛‬٨٨ B ٥١ s١uapn١s sap ajnsodxa p٥jn١3ru١s q١i٨٨‫؛‬٨٥jd 9 ^oog

S^J٥M3WEJ١-( 6u!UJB3| jaq١٥ u!q١!sauas s M S||B١‫؛‬q١ajaqM J٥١ S|a٨3| 3Sjn٥3 3|qB١

٧S1^ aas) 'SjaujBai 3 ‫؛‬qBJ٧ J0١ )U 330) ^J٥M31UBJ3 UBadojng UOUJIUOO sq١( ‫ ؛‬٥S|B q3 0 saqojBw‫؛‬q٨٨
oaouB٨p6-q6‫؛‬q PUB -P‫؛‬UJ ٥١ |3٨3| pa3UB٨pB-M٥| s١uapn١s Bu UJ٥J١‫^؛‬S|3٨3| A3U3' b١‫؛‬١٥jd P33UB٨PB]3
1-1IDV aq١١٥ ١sj 36b١s‫؛‬SJ3٨٥3 i aq١ ‫)■ ا؛‬٦3 ‫ د‬0 ٧ ( u6 sa6Bn6uB٦‫؛‬aj٥3 6u ‫؛‬q٥Ba١ ‫!| دﻫﻞ‬٥un٥o UB3jJ8UJ٧
‫ﺑﺎج‬١ Aq ١as sau!|3p!n6 aq١ M auji Uj pau6!sap s! PUB sajjas B(q١ ١٥ pBd Sj 9 p g eqsnj-/B BunjeqSni

u o p o n p o fl
٠ Understand extended speech, even when it is not clearly structured and shifts between a dialect
and Modern standard Arabic (MSA).
٠ Understand television programs and talk shows that use classical Arabic.

٠ tJnderstand long factual texts, and be able to analyze problems and solutions.

٠ Interact with and understand specialist articles.

٠ Give suggestions and comment on ttie positives and negatives of an event.

٠ Express opinions, through the use of approving and disapproving expressions.

٠ Use language flexibly and effectively to formulate ideas, initiate conversations, and participate in
debate around complex social issues.
٠ Understand a wide range of demanding, longer texts, and recognize implicit meaning.

٠ Use language flexibly and effectively for social, academic, and professional purposes.

٠ Produce clear, well-structured, detailed text on complex subjects, showing controlled use of
organizational patterns, connectors, and cohesive devices.

Book 6 offers different segments to accommodate varying levels of language aptitude. Part 1 ‫ ة‬the
main section of ttie module and caters to a higher level of the same language stage, part 2 fr c u ^ s
on culture and is designed for hard-working students who seek extra reading material a ^ wish to
furtlier their skills from the book's website.

Book 6 consists of four modules, eacti with four lessons and three or more language focuses,
comprising 16 rich lessons and three revision sections. Each module takes the following form:

Reading
Reading 1
Characterized by new vocabulary and reading tasks, it comprises four or five pieces on the same or
different themes. It also has language focus and grammar and vocabulary practice.

Reading 2
Whole texts to enable advanced 2 and superior level 1 readers to understand lengthy pirces of a
professional, academic, or literary nature, fhis provides them with the chance to understa^ t e n
that use precise, often specialized, vocabulary and complex grammatical structures. T h e ^ t e n
feature argumentation, supported opinion, and hypotliesis, and use abstract linguistic f o r m u la te
th ey are typically reasoned or analytic and freguently contain cultural references.

listening 1
fh e book is supplemented by a DVD for all listening activities, including conversations and re a d i^
exercises. A DVD symbol is indicated next to eacti text or drill, along with a track number and ttie aim
and type of skill required.

‫ﻟ ﻐﺘﻨﺎ اﻟﻔﺼﺤﻰ‬
 m r ‫؛‬1 ‫؛‬X

:‫ ^ ﺳﺎا‬٥٥٩ Sjqi ■SIIMP 3١‫؛‬sqam

ZLS W00JSSB|3 Bu‫؛‬pn|3U! 's jn .q 0 9 L OJ OH AiaiBUJudde s! 9 p g 3‫ل‬9 ‫ﻟالال‬OJ pap33U 03 3 ‫ ل!ﻟال‬3 ‫الأ‬
-‫ا‬3٨3 ‫ ا‬31UBS 3 ‫ اﺑﺎ‬u! siuapnis JO S3!}!3ede3
‫د‬ 6٨ 3 ‫ اﺑﺎ‬0‫ ا‬J31B3 OJ S|B‫؛‬J31BUJ 6 u‫؛‬ujb3| jo 36 ubj ap ‫؛‬m B sa p ‫؛‬AOjd ^ooq sqi 's n q j -3‫؛‬6 u qBJ٧ ‫؛‬ujb3| u! yojja
p p iP P B JJ3X3 01 6 ‫اااأال‬٨٨ 3JB oqM siuapnis PUB SJ3q3B31 qioq JOJ P3u6 ‫؛‬S3P ‫اج‬6 ‫أل‬9‫ ا‬6 ‫ ﻟال‬6u!UJB3| BJ1X3
.BU0| 11) SjnijlSUI a6Bn6uB٦‫؛‬1BUJ31U| |B!33ds UJOJJ lijauaq 0S|B UB3 Aaqi ‫ا‬6 !‫ل‬3 ‫ ا‬6 ‫| ﻟال‬B3!13Bjd JO ssn 341
- Coojqi syodaj JO S3|3!JJB Jjoqs 31‫؛‬jm PUB PB3J 01 moq UJB3| PUB 'AjB|nqB30A M3U UJB3| '3U‫|؛‬U0 S3|3!1JB
S٨٨3U P63J 013|qs 3q ||!m sja sn 1 5 '93 ‫؛‬i3Bjd PUB S3S!3J3X3 6u ‫؛‬pB3J BJixa JOJ A|!SB0 uo 6o| UB3 siuapnis
voiaq ,,yoddns 3U‫|؛‬aas) aiisqam jno q6nojqi 3|q!ss333B 3JB lBqi s„!jp ^q paiuawaiddns s ,.U٥ ‫ ؛‬p g 9
)٦٦٧‫ ( د‬6u‫؛‬UJB3٦ p31S 36Bfl6uB٦‫؛‬jaindwo^-SS٧

npow|3 ' 31(101 ‫ الا‬6٨3 ‫ا‬3‫ ل‬sawaqi M3U 01 siuapnis sonpoiiu! d|3q 01 s p i jaqio PUB 03p ‫؛‬٨
‫ال ا ا ذ ة‬ BU0:id0 Aq psyoddns PUB| 0 3‫؛‬doi )Bjniino B 016u!iB|3J a6BSSBd 6u!pB3J BJ1X3 UB sasydwoo s!qj
٧0 ‫ اأ‬33 ‫] ج‬Bjniina

luapnis pus J31J3B31 qioq JOJ |B!J31BW 3U!|U0 [BU0!!!ppB Aq psyoddns

J3S1! u! U0SS9I B siuassjdsj (6u‫؛‬i ‫؛‬jm PUB 'U0!!BSJ3AU03 '6U!U31S!| '6u!pB3J) S||!^S 3٨oqB aqijo q3B3

‫ل‬6‫ﻟالالا‬6‫ل‬p,0 uo pasBq aq 6 PUB AjB|nqB30٨ ‫!اا‬٨٨SJ33d J!3qi qi!m psssnosjp sanss' 6u.n!JM ,BU0!1!PP٧!
‫؛‬u uo AjBiuaiuiuoo B JO yodaj B 31‫؛‬JM 01 paj ‫؛‬nbej aq ||!rn PUB UB|d 6u‫؛‬i !jm B Aq padiaq aq ||IM siuapnis
6u.ii.UM

uo!ssnos -‫؛‬٧ bis b SB p q aqi u!p JOJ iu!od Bu‫ ؛‬sjuaiuaiBis PUB suo ‫؛‬u ‫؛‬do aqi Bu‫^؛‬Sj0in30|jaiu' b١‫؛‬
jaq i qi|M suo!u!do J‫؛‬aqi ajBdiuoo oisiuapnis a6Bjn03U3 ||‫؛‬rn qoBOjddB paiBj6aiu! S!qj S|3A3! luajajjjp
X asja٨u03 01 A{‫ ؛|؛‬qB jaq JO s!q dn Plinq A||BnpBj6 01 jaujBai aqi saiqBua lBqi Abm b u! 3 ‫؛‬npow q3B3
‫ د‬paonpoJiu! A„nj3JB3 aq ||‫؛‬M SU0‫؛‬1BSJ3٨U03 A||BJO sanss! ssnosip PUB suoiUido J!aqi ssajdxa 01
z a p aq „!M sjasn ‫ و‬eysnj-/e eumeqBni '6u ‫؛{؛‬jm PUB 6U1PB3J U! A|U!BUJ injasn s! VSIAI q6noqi|٧
UOI1BSJ0AUOQ

snooj’
sqi JOJ 33!!3Ejd Aq pamoiioj JBLULUBJ6 mau JO uoqonpojiu‫ ؛‬aqi sn|d ‘JBUJUJBJ6 piojo 33!i3Bjd !BU0‫؛‬PP٧ !1
JBUJUJBJS

sanss! |B3’‫؛‬i‫|؛‬0d JO |B‫؛‬30S JO 36 ubj

‫؛‬.DIMB 6u!J3A03 'S3!d0i |B‫؛‬SJ3A0J1U03 PUB lOBJisqB qi!M |B3p pasjBJ sanss ‫ ؛‬aqi 'puooas PUB :asjn03s ‫؛‬p
‫ ؛‬٧ !u ‫؛‬Myaiu! auo UBqi aioiu ssaoojd 01 paj ‫؛‬nbaj s! jauais ‫ !؛‬aqi lBqi SUB3UJ MajAjaiui aqi JO ajniBU aqi
‫ ال أل‬:Ai!|!qB 6u!uais!! paouBApB 3J‫؛‬nb3J lBqi sa6ua||Bq3 jofeiu OMI |‫؛‬B1U3 sa6BSSBd a s a q j -aisqap
ZOB uo!u!do JO ‫اﻟال‬63‫ ل‬aqi OIU! PUB jaMSUB PUB uoqsanb JO adoos aqi puoAaq 6u‫؛‬o6 snqi-spuodsaj
‫ ؛‬lajA jaiu! aqi q3‫؛‬qM 0} PUB uo ‫؛‬u ‫؛‬do UMOjaq JO s!q spps aq q3‫؛‬qM 01 uo!!!sod U!B٧33 BJO uojiBiuasajd
aqi qi!M syBis J3Ma!AJ3iu! a q j 'U0!s‫؛‬A3|3i JO 0 ‫؛‬PBJ UJOJJ ua^Bi 'SM3!AJ31U! 3JB sa6BSSBd a q i
z PUB ‫ ا‬6u!pB3y luaujaidiuoo 01
٩ SB16u! pB3J PUB '6 u ! p d s AiBiuaLuaiddns qijM dn P3M0I10J aq UB3 PUB 'AjBinqBOOA PIOJO 6u!|3A33J
‫ اﻟﺔ‬PUB AjBinqBOOA 'M8U qioq asydiuo3 ||‫؛‬M ‫ ا‬6u! uais!i z PUB ‫ ا‬6u ‫؛‬
uais ‫؛‬
|٧b6 jo 3JB saBBSSBd!SB p 3Z
٠Provide the student with all four skills (reading, writing, listening, and speaking), with an emphasis
on reading, writing, and discussion.
. Proceed in a gradual step-by-step fashion, witfi freguent recycling of vocabulary and grammar, a'nd
clarification strategies of certain structures.
٠ Offer flexibility so that teachers can tailor their lessons according to the pace of students and their
varied levels and strengths.
" The book also includes:
٠A quick overview of the points of grammar taught in each of the five modules of the book at the end
of each module,
٠Three comprehensive reviews: one at the start of the book, serving as a complete grammar review
of Book 5; one after Module 2; and one at the end oftlie book.
٠A comprehensive glossary for each module.

Online Support

In order to use the online support, you will need to register for a user account:
1. Navigate to http://www.b00ks.ihcair0-elearn.C0m/
2. Click any of the links to the available books.
3. You can view the quizzes for any book without having to register for an account X r e ^ e .
However, if you wish to attempt quizzes and have your answers saved on the ‫ب‬ ٠
٠‫ ﺗ آلﺗ ﺔ‬you will
need to register for an account.
4. To register for an account please contact learn@ihcairo.com and the admin will c r e r i 1 ‫ ق ' ذ‬: ‫أ‬
for you and send you your user name and password.

‫اﻟﻔﺼﺤﻰ‬ '
 Skills

lis te n in g R e a d in g W ritin g S p e a k in g

To a dialogue Five reports showing Critically about types Preparing a

describing the the progress of of social behavior in presentation about
difference in marriage marriage traditions in the Arab world or other domestic violence in
traditions between Egypt until the present cultures different cultures
different cultures day. Using connectors Class debate about
) ٦( ‫ اﺳﺘﻤﺎع‬About the opinions of marriage and divorce
‫واﻟ ﻐ ﺮ ب‬ ‫ ﻋﺎدا ت ﺑﻴﻦ اﻟ ﺸ ﺮ ق‬experts on marriage traditions
traditions Class debate about
)‫ أﺟﺰاﺀ‬٣ ( newlyweds living with
‫اﻟﻤﺘﺨ ﺼ ﺼﻴﻦ ﻓ ﻲ ﻋﺎدا ت‬ ‫رأى‬ their parents
‫ا ﻟ ﺰ وا ج و ﺗ ﻄ ﻮ ر ﻫ ﺎ ﻓ ﻲ ﻣ ﺼﺮ‬

To three reports about About youth working in About the advantages About the practice ‫ي‬
domestic violence restaurants and disadvantages of marrying relatives I "
)٢( ‫اﺳﺘﻤﺎع‬ About living with the living with parents after your country
‫اﻟﺜﻨ ﻒ‬ ‫ ال ﺷﺎ ﻣ ﺢ ﻓ ﻲ ﻗﻀﺎﻳﺎ‬extended family marriage About work for you٦ g
adults
‫األﺳﺮي‬

‫ﺧﺘﻨﺎ اﻟﻔ ﺼ ﺤ ﻰ‬ XIV


‫‪Module‬‬ ‫‪1‬‬
‫‪U s in g d if f e r e n t v e r b f o r m s ,‬‬
‫‪R e c e p tiv e p art‬‬
‫اﻟﺰواج ﻋﻠﻰ اﻟﻄﺮﻳﻘﺔ‬
‫اﻟﻤﺼﺮﻳﺔ‬
‫‪P a r ts 2 C u ltu r e‬‬
‫اﻟﺜﻘﺎﻓﺔ‬
‫ﻇﺎﻫﺮة اﻟﻌﻤﻞ ﻓﻰ‬
‫اﻟﻤﻄﺎﻋﻢ واﻟﻤﻘﺎﻫﻰ ﻟﺪى‬
‫اﻟﺸﺒﺎن واﻟﺸﺎﺑﺎت‬
‫‪Remember‬‬
‫ﻟ ﻐﺘﻨﺎ اﻟﻔ ﺼ ﺤ ﻰ‬
‫‪٠‬‬
‫‪Plan f M .dule 1‬‬
‫ﻋﺎدات و ﺳﻠﻮﻛﻴﺎت‬
‫‪Grammar‬‬ ‫‪Function‬‬ ‫‪Vocabulaty‬‬
‫‪R e a d i n g a n d w r itin g‬‬ ‫وﻣﻔﺮدات ﺧﺎﺻﺔ‬ ‫ل‬ ‫ﻗﺪ‬
‫‪in c lu d in g h o llo w v e r b s‬‬ ‫‪rep o rts‬‬ ‫د ﻧﺎ ت وﻧﺜﺎﻟﻴﺪ اﻟﺰواج‬
‫أﺳﻠﻮال االﺧﺘﺼﺎص‬ ‫‪P r e s e n tin g a r g u m e n ts‬‬
‫ذﺧﻄﺪه‪/‬ﺗﺤﻬﺪزات"‬ ‫‪٠‬‬
‫‪B e in g c r itic a l b y‬‬
‫ﻟﻐﺔ اﻟﻤﻘﺎرﻧﺔ‬ ‫ف ‪ /‬ﻗﻀﺎﻳﺎ اﻟﻌﻨﻒ‬ ‫'ﺗﺰن‬
‫‪c o n s id e r in g t h e p r o s e‬‬
‫اﻟﻒ‪ ٠‬ل األﺟﻮف ﻓ ﻰ األوزان اﻟﻌﺨﺘﻠﻐﺔ‬
‫‪a n d c o n s , a n d e x p r e s s in g‬‬ ‫‪ '٠‬ز ي‬
‫‪٠‬ذ‬
‫ﻣﺮاﺟﻌﺔ وﺗﻮﺳﻴﻊ‬ ‫ف ؛ ﺳﻮﺀ اﻟﺴﻠﻮك‬
‫‪d iff e r e n t i s s u e s‬‬
‫ﻗﺮاﺀةاﻟﻨﺜﺮﻳﺮ وﻛﺘﺎﺑﺘﻪ‬ ‫ﻣﻌ ﻲ‬
‫ﺗﻘﺪﻳﻢ اﻟﺤﺠﺞ‬
‫اﺳﺘﺨﺪام اﻟﻨﻘﺪ‬
‫اﻟ ﺤ ﻮا ر‬ ‫ﻓﻰ‬ ‫(اﻟ ﺴﻠﺒﻴﺎ ت وا إلﻳ ﺠﺎ ﺑﻴﺎ ت )‬
‫اﺳﻢ اﻟﻔﺎﻋﻞ واﻟﻤﻔﻌﻮل واﻟﻤﺼﺪر ﻣﻨﻪ‬ ‫‪A n a l y z i n g a p r o b le m‬‬ ‫‪٠‬ﻋﻲ‪ L ٠‬ﻋ ﻦ ﻣ ﻮ ﺿﻮ ﻋﺎ ت‬
‫االﺳﻢ اﻟﻤﻨﻘﻮص واﻟﻤﻘﺼﻮر‬ ‫‪T a lk in g a b o u t its p o s i t i v e s‬‬ ‫د ﻟ ﺮ‪ -٠‬ا ﻟ ﻌ ﻬ ﻠ ﺒ ﺎ ﻟ ﻄ ﺎ ﺀ م ‪/‬‬
‫‪a n d n e g a tiv e s‬‬
‫اﻟﺒ ﺪ ل‬ ‫ﻫﻊ األﻗﺎرب‬ ‫ﻧ ﺶ‬
‫‪t J s in g c o n s t r u c t i o n s t o‬‬
‫ج األﻗﺎرب‬ ‫‪,‬و‬
‫‪e x p r e s s o p in io n a n d‬‬
‫‪d e b a t e s o lu tio n s‬‬
‫‪Grammar Consolidation‬‬
TAX m i ١-

f n r ٢r r irsjC? ‫ ا‬- ‫ا‬٢‫ أﺀﺀﺑﻢﺀ‬٠

‫) <؛إمﺀﻣﺎك‬٦r<? f ١rr‫؟‬٦r ٢‫ام‬٣٣‫ م‬١٦/(
S1U3A3
‫؛‬٦٠٢١‫>مﺀاﻣﻴﺈ‬٦ ‫ ا‬- ‫ ة‬r ٠٦٠‫ ة‬٦
asaqj JBjo!ABqaqs!w ٠٢٦e rf.iC? ‫ا‬٢ ‫ال‬١‫ﻣﻢ‬٢٦
yfcrf^ ‫ع‬١‫ ةب‬١٢‫ﺀ‬٢‫<ﻣﻢﺀك‬٩٦٦
JB|3J JOSJUOJBd!S9٨ |B!30S-!JUB PUB ‫ ة‬٧!‫ا<!اا‬
ApapiajOaJBO Bu‫|<؛‬jo B١ ٠٦٣٦١٦٠. ‫ا‬٢٦٠‫ م‬١٦٢٦iQ suo‫؛‬jBjqa|33 fojauj JOB!SBUBqjna
saouauadxa Bupsqs ‫ م‬5٦‫<ب‬- iC? sno3|!6‫؛‬J jnoqv UOajnjoai BOJ

‫كﺀأ؟ك‬٢‫ي‬٣< ١F٢٢r r <

‫مﺀا‬٢‫ دﺀ‬٢‫ اﻣﻌﺎ‬٠‫ أ ﻟ أل ﻣ ﺎ‬٩
ifc i f .٠٢١٠} ٠?١r*(r
F^fC? ‫ك‬٠٦٢٢‫ م‬٢‫ج‬١ ‫ةا‬٠
‫ذر‬
٠٦٦‫ ة ب‬٠٠•>?٠٢١٢٦}( tTrv ٠١‫ﻳﻤﺈ <؟‬١fry ‫ ﺑﻢ‬.ifv f y r ١٦٦٢i ? ٢‫؛ \؟‬1 ٢٢ )‫( أا ؟ إ د‬
6‫ ^؛اا!ال‬fojaw jno٩٧ i y \ r ?<1 ? - ‫ام‬ ٢‫ا‬٣‫ت‬
٦ sjaijiejpeojOAipjo ١‫ﻣﻴﻢ‬٠١pn‫؛‬0 ٢،١n rp <
6u‫^؛‬ows ) J3‫؛‬30S Siq6:j U0‫؛‬JBJ!S!٨ jnoqv silBjap jojpubjs‫؛‬6 joj
UO‫ ا!ﻟال؛ﻟﺞ‬PUB 3^0‫ﺟﻠال‬ u‫ ؛‬js6au!JOjABqaq a٨ sjaqjo J33JJB }Bqj sj‫؛‬qBq u!Bjpu!Bjq ٩BJ٧ aqj
0‫ ا‬ujopaajjjnoqv jnoqs ٨‫اا‬63‫ل! ا؛‬3 B|‫؛‬30S injiujeq jnoqv jnoqs ajsqap aqj OJ

B u^eads 6 ‫ ال‬1١‫أ‬1 B u jp e a y 6 u iu a ١s i٦

SIM S
 ‫‪٠٠‬‬
‫‪Plan fM dule2‬‬
‫األﻧﺎ واآلﺧﺮ‬

‫‪M .dule‬‬ ‫‪2‬‬ ‫‪Grammar‬‬ ‫‪Function‬‬ ‫‪Vocabulary‬‬

‫‪P art 1‬‬ ‫‪V o w e ls a t th e‬‬ ‫‪R e a d i n g a n d w r itin g r e p o r t s‬‬ ‫أﻓﻌﺎل وﻣﻔﺮدات‬
‫ﻫﻞ ﻳﻤﻜﻦ ﻟﻠﻌﺎدات‬ ‫‪end of verb s‬‬ ‫‪P r e s e n tin g a r g u m e n ts‬‬ ‫ﺧﺎﺻﺔ ﺑﺒﻌﺾ‬
‫اﻟﻤﺠﺘﻤﻌﻴﺔ أن ﺗﺆذى‬ ‫األﺳﻤﺎﺀ اﻟﺨﻤﺴﺔ‬ ‫‪B e in g c r itic a l b y c o n s i d e r i n g‬‬
‫ﻓﻰ‬ ‫اﻟﻌﺎدات اﻟﺴﻴﺌﺔ‬
‫ﻓﻰ‬ ‫ﻣﺮاﺟﻌﺔ وﺗﻮﺳﺒﻊ ﻟﻠﻔﻌﻞ اﻟﻨﺎﻗﺼﻰ‬ ‫‪th e p r o se an d c o n s , an d‬‬
‫االﺧﺮ؟‬ ‫اﻟﻤﺠﺘﻤﻊ‬
‫‪e x p r e s s i n g d if f e r e n t i s s u e s‬‬
‫أوزاﻧﻪ اﻟﻤﺨﺘﻠﻐﺔ‬
‫ﻗﺮاﺀة اﻟﻨﺜﺮﻳﺮ وﻛﺘﺎﺑﺘﻪ‬
‫ﺗﻘﺪﻳﻢ اﻟﺤﺠﺞ‬
‫اﺳﺘﺨﺪام اﻟﻨﻘﺪ(اﻟﻌﻜﺎ ت‬
‫واال‪,‬ﻳﺠﺎﺑﺒﺎت) ﻓﻲ اﻟﺤﻮار‬

‫‪P a r t 2 C u ltu r e‬‬ ‫اﺳﻢ اﻟﻔﺎﻋﻞ واﻟﻤﻔﻌﻮل وﻣﺼﺪر اﻟﻔﻌﻞ‬ ‫‪A n a l y z i n g a p r o b le m‬‬ ‫ﺗﻌﺒﻴﺮات ﺧﺎﺻﺔ‬
‫ﻫﻨﺎﻟﺜﻘﺎﻓﺔ‬ ‫ﺣﺎﻟﺔ‬ ‫ﻓﻲ‬ ‫اﻟﻨﺎﻗﺺ ‪ -‬اﻟﻔﻌﻞ اﻟﻨﺎﻗﺺ‬ ‫‪U s in g c o n s t r u c t i o n s t o‬‬ ‫ب ﻧﺤﻘﻮق واﻟﻮاﺟﺒﺎت‬
‫‪e x p r e s s o p in io n s a n d‬‬
‫ﻃﺮﻳﻘﺔ‬ ‫ﻓﻰ‬ ‫ﻋﺎدات ﺳﻴﺌﺔ‬ ‫اﻟﺠﻨﻢ‬
‫‪d e b a t e s o lu tio n s‬‬
‫االﺣﺘﻔﺎالت ﺑﺎﻟﻬﻮاﻟﺪ‬
‫اﻟﺮأى ﻓ ﻰ إﻃﺎر ﻣﻨﺎﻗﺸﺔ‬ ‫ﻋﻦ‬ ‫اﻟﺘﻌﺒﻴﺮ‬
‫اﻟﻤﺼﺮﻳﺔ اﻟﺸﻌﺒﻴﺔ‬
‫ﺑ ﺤﺪ ود‬ ‫اﻟﻘﻀﺎﻳﺎ اﻟﺨﺎﺻﺔ‬ ‫ﺑﻌ ﻀﻰ‬

‫اﻟﺸﺨﺺ واالﺧﺮ‬
‫اﺳﺘﺨﺪام اﻟﻨﺺ اﻟﺴﺮدى ‪ -‬اﻟﻨﺺ‬
‫األدﺑﻲ‬
‫اﻟﻤﺰﻳﺪ ﻣﻦ اﺳﺘﺨﺪام ﻟﻐﺔ اﻟﺘﺸﺒﻴﻪ‬

‫‪Remember‬‬ ‫‪Grammar C onsolidati.n‬‬

‫‪XVII‬‬ ‫ﻟ ﻐﺘﻨﺎ اﻟﻔ ﺼ ﺤ ﻰ‬

 Skills

listen in g R e i ١‫؛ ؟‬ Writing Speaking

T o a n a r t ic le a b o u t A b o u t m a n ife s ta tio n s C r itic a lly a b o u t A b o u t h y p e r s , arc

h y p o c r i s y in o u r l i v e s o f o u t w a r d r e lig io s it y n e g a t i v e b e h a v i o r in s o c ia l p r e t e r s e s

‫ﺗ ﺮ ى ﻫﻞ ﺗ ﺤ ﻮ ل اﻟﺼﺪق ﻓﻰ‬ a n d its d a n g e r t o s o c ie ty ‫ﻣ ﻆ ﻫ ﺰ اﻟﻤﺰﻳﻔﺔ‬ . ٠‫; ﺀ‬ ‫ي‬ ٠‫ح‬

‫ﺣﻴﺎﺗﻨﺎ إ ﻟ ﻰ ﻧﻔﺎق؟‬
s o c ie ty ‫ﺗ ﺆﺛ ﺮ ﻓ ﻰ‬ ‫ﻇﺎﻫﺮة ﻣﺠﺘﻤﻌﻴﺔ‬ ‫ﻋﻦ‬

‫ ﺧﻄﺮ‬. . ‫اﻟﺘﺪﻳﻦ اﻟﻌﻈﻬﺮي‬ ‫ﺷﺪﻳﻨﺎ‬ ‫ﺗﺄﺛﻴ ﺮا‬ ‫اﻟﻤﺠﺘﻌﻊ‬

‫ﻳﻬﺪد اﻟﻤﺠﺘﻤﻊ‬

To a d ia lo g u e A bout arranged ‫ ة ﻃﺨﺺ ﻋﻦ‬١‫ﻟﺘﻄﻴﻖ وﻛﺖ‬١ S h a r in g o p i n ^

o n d is h o n e s ty an d m a r r ia g e a n d m o n e y ‫ﻣﺸﺎﻫﺪة اﻟﻔﻴﺪﻳﻮﻫﺎت ﻟﻜﺘﺎﺑﺔ‬ on th e e f f ^ of

h y p o c r i s y in s o c i e t y
‫ﻫﻞ اﻟﻜﻨﺐ ﻧﻔﺎق اﺟﺘﻤﺎﻋﻰ‬
‫ ن ﺷﺨﺼﻴﺔ اﻟﺒﺸﺮ؟‬٠ ‫وﺟﺰﺀ‬
a s a m o t i v e fo r g e t t i n g d is h o n e s ty a ^
‫ﺗﻘﺮﻳﺮ ﻋﻨﻬﺎ وﻃﺮح اﻟﻤﺨﺎوف‬
m a r r ie d h y p o c r is y in society
‫واﻟﺘﺤﺬﻳﺮات ﻣﻨﻬﺎ وﻧﺜﺪﻳﻢ‬
‫ ﺷﺎﻟ ﻜﺬ ب‬٠ ‫ذ د د ذ ﺑ ﺔ‬
‫اﻟﺤﺠﺞ ﻟﻬﺬه اﻟﻤﺨﺎوف‬
‫وﺗ ﺪ ق‬

‫ﻟﻐﺘﻨﺎ اﻟﻔﺼﺤﻰ‬ xviii

 ‫‪٠‬‬
‫‪Plan f Module 3‬‬
‫ﺑﻴﻦ اﻟﻤﺰﻳﻒ واﻟﺤﻘﻴﻘﻲ‬

‫‪Module‬‬ ‫‪3‬‬ ‫‪Grammar‬‬ ‫‪Function‬‬ ‫‪Vocabulaty‬‬

‫‪?an A‬‬ ‫‪R e v is in g a n d e x p a n d in g o n‬‬ ‫‪R e a d i n g a n d w r itin g‬‬ ‫ﻧﻊ ل وﻣﻔﺮدات ﺧﺎﺻﺔ‬
‫اﻟﻌالﻗﺎت االﺟﺘﻤﺎﻋﻴﺔ‬ ‫‪p a s s iv e v erb s‬‬ ‫‪r ep o rts‬‬ ‫‪ -‬ﻧﻤﺠﺎﻣالت واﻟﺮﻳﺎﺀ‬
‫ﺑﻴﻦ اﻟﻤﺠﺎﻣﻠﺔ واﻟﻨﻔﺎق‬ ‫ﻟﻠﻔﻌ ﻞ اﻟﻤﺒﻨ ﻲ ﻟﻠ ﻤ ﺠ ﻬ ﻮ ل‬ ‫ﻣﺮاﺟﻌﺔ وﺗﻮﺳﻴﻊ‬ ‫‪P r e s e n tin g a r g u m e n ts‬‬
‫و ﻟﺰﻳﻒ اﻟﺪﻳﻨﻲ‬
‫‪B e in g c r itic a l b y‬‬
‫(‪ ٥‬أﺟﺰاﺀ)‬ ‫ﻓﻲ األوزان اﻟﻤﺨﺘﻠﻔﺔ ألﻧﻮاع األﻓﻌﺎل‬
‫‪c o n s id e r in g t h e p r o s e‬‬
‫(اﻟﻤﺜﺎل ‪ -‬األﺟﻮف ‪ -‬اﻟﻨﺎﻗﺺ)‬
‫‪a n d c o n s , an d e x p r e s s in g‬‬
‫‪d if f e r e n t i s s u e s‬‬

‫ﺗﻘﺪﻳﻢ‬ ‫ﻗﺮاﺀة اﻟﻨﺜﺮﻳﺮ وﻛﺘﺎﺑﺘﻪ ‪-‬‬

‫اﻟﺤﺠﺞ‬
‫اﺳﺘﺨﺪام اﻟﻨﻘﺪ (‪١‬ﻟﺴﻠﺪدات‬
‫واال‪٠‬ﻳﺠﺎﺑﻲ‪ ١‬ت) ﻓﻲ اﻟﺤﻮار ﻓﻲ ﺗﺼﺮ‬
‫اﻟﺘﺄﻳﻴﺪ واﻟﻤﻌﺎرﺿﺔ‬

‫‪P a r t 2 C u ltu r e‬‬ ‫واو اﻟﻤﻌﻴﺔ‬ ‫‪A n a l y z i n g a p r o b le m‬‬ ‫ﺧﺎﺻﺔ‬ ‫ﺗ ﻌﺒﻴ ﺮا ت‬

‫اﻟﺜﻘﺎﻓﺔ‬ ‫اﻟﺘﻨﺎﻗﺾ واﻟﺘﺤﺬﻳﺮ‬ ‫ﻋﻦ‬ ‫ﺗﻌﺒﻴﺮات‬ ‫‪t a l k i n g a b o u t its p o s i t i v e s‬‬ ‫‪٠‬ﻧﺤﻘﻮق واﻟﻮاﺟﺒﺎت‬
‫‪a n d n e g a tiv e s‬‬
‫اﻟﻘﺮاﺀة ﻋﻦ زواج‬
‫‪U s in g d iff e r e n t‬‬
‫اﻟﻤﺼﻠﺤﺔ ﻓ ﻲ اﻟﻤﺠﺘﻤﻌﺎت‬
‫‪c o n s tr u c tio n s to e x p r e s s‬‬
‫اﻟﻌﺮﺑﻴﺔ‬
‫‪o p in io n s a n d d e b a te‬‬
‫‪s o lu tio n s‬‬

‫‪Remember‬‬ ‫‪Grammar Consolidation‬‬

‫‪XIX‬‬ ‫ﻟ ﻐﺘﻨﺎ اﻟﻔ ﺼ ﺤ ﻰ‬

 Skills

Listening Reading Writing Speaking

To dialogues of Reports on the About the positives and Presenting opincrs : ٢

different opinions about progress of freedom
freedom of speech and of speech, opinion,
a referendum and the press over the
‫ رﺻﺪ آراﺀ اﻟﻤﻮاﻃﻨﻴﻦ ﺣﻮل‬years from across the
‫ اﺳﺘﻔﺘﺎﺀ ﻣﺎ‬world, and the issuing
of laws supporting it
Opinions on current
state laws about
freedom ofs'peech
‫اﻟﺤﻖ ﻓﻲ ﺣﺮﻳﺔ اﻟﺮأي‬
‫واﻟﺘﻌﺒﻴﺮ ﻣﻦ ﻣﻨﻄﻠﻖ اﻟﻘﺎﻧﻮن‬
.‫اﻟﺪوﻟﻲ ﺣﺎق‬
negatives of medical punishing criminas ‫'ي‬،
insurance and benefits the deatli penait:.
in different countries Class debate abc.-r.
‫ ﻋ ﻦ ﻣﻤﻴﺰات اﻟﺘﺄﻣﻴﻦ اﻟﻄﺒﻲ‬life-ending sentence‫؛‬
‫ وﻣﺴﺎوﺋﻪ‬Class debate about
other options for
punisliing criminals
‫ت رات ﻋ ﻦ اﻟﺤﻖ ﻓﻲ اﻟﺤﻴﺎة‬

To reports about death Articles about abortion About the advantage Sharing experiences
sentences in courts and the debates of medical se٢٧ces ‫؛‬ from your country
‫ اﻟﺤﻖ ﻓ ﻰ اﻟﺤﻴﺎة‬around the rights of the accessible by phone about rights of health
mother child. .‫ﺛﻌﻴﺰات اﻟﺌﺄﻣﻴﻦ اﻟﺒ ﺖ‬ care and state policy
‫ ﻋﻦ اﻟﺨﻨﻘﺔ اﻟﻄﺌﺜﺔ اﻟﻘﺮاﺀة ﻋ ﻦ ﻣﺸﻜﻠﺔ اإلﺟﻬﺎض‬. ‫زﻗﺴﺎوﺋﻪ‬ to provide medicine at
‫وﺣﻖ اﻟﺠﻨﻴﻦ‬ ‫اﻟﺴﺮﻳﻐﺔ ﺑﺎﻟﺌﻠﻴﻔﻮن‬ reasonable prices for
the poor
‫اﻟﺤﻖ ﻓ ﻰ اﻟﻌالج واﻟﺪواﺀ‬

‫ﻟﻐﺘﻨﺎ اﻟﻔﺼﺤﻰ‬
 Plan f Module 4٠
‫ﺣﻘﻮق وﺣﺮﻳﺎت‬

M o d u le 4 G ra m m a r F u n c tio n V o c a b u la ry

P art ٩ U s in g c o n n e c t o r s R e a d in g a n d d e b a tin g ‫ﻣ ﺰ ﻧ ﺎ ت ﺧﺎ ﺻ ﺔ‬
‫ﻧ ﺸﺄة ﻓ ﻜ ﺮ ة ﺣ ﺮ ﻳ ﺔ ا ﻟ ﺮأ ى‬ ‫ﻣ ﺮ ا ﺟ ﻌ ﺔ و ﺗ ﻮ ﺳ ﺒ ﻌ ﺎ ﺳ ﺘ ﺨ ﺪ ا ﻣ ﺎ ت ﻣﺎ‬ rep o rts ‫ﻧ ﻔ ﻴ ﺮ ا ت ﺣ ﺮﻳ ﺔ‬
B e in g c r itic a l t h r o u g h
) ‫ أ ﺟ ﺰا ﺀ‬٥ ( ‫وأﻧ ﻮا ﻋ ﻬﺎ‬ ‫' زأ ي وﻗ ﻮاﻧﻴﻨ ﻬﺎ‬
w r it te n a r g u m e n t s

‫ﻗ ﺮا ﺀ ة اﻟ ﻤ ﻘﺎ ل اﻟﻨ ﻘ ﺪ ى و ﻛﺘﺎﺑﺘ ﻪ‬

P art 2 ‫ اﻟﻨ ﻌ ﻞ اﻟ ﺮﺑﺎ ﻋ ﻰ‬A n a ly z in g a n is s u e ‫ﻣ ﺒ ﺮﻧﺎ ت ﺧﺎ ﺻ ﺔ‬

C u ltu r e ‫ا أل ﺳ ﻠ ﻮ ب ا ال ﺳ ﺘ ﻨ ﻜ ﺎ ر ي‬ t a lk in g ' a b o u t its p r o s a n d ‫ﻧ ﻌ ﺒ ﻴ ﺮا ت ﺣ ﺮ ﻳ ﺔ‬
‫اﻟﺜﻘﺎﻓ ﺔ‬ cons
‫ذ أ ي وﻗ ﻮاﻧﻴﻨ ﻬﺎ‬
‫ﻣ ﺸ ﻜﻠ ﺔ ا ال ﺟ ﻬ ﺎ ض و ﺣ ﻖ‬ ‫ال‬s i n g d iff e r e n t
c o n s tr u c tio n s to e x p r e s s
‫اﻟ ﺠﻨﻴ ﻦ‬
o p in io n a n d d e b a t e
so lu tio n s

R em em ber G ra m m a r c ٠ n s ٠ l ‫؛‬d a t ‫ ؛‬٠ n

XXI ‫ﻟﻐﺘﻨﺎ اﻟﻔ ﺼ ﺤ ﻰ‬

 ‫ﻣﺮاﺟﻌﺔ ﻋﻠﻰ ﻗﻮاﻋﺪ اﻟﻜﺘﺎب اﻟﺨﺎﻣﺲ ﻫﻊ اﻟﺘﺪرﻳﺒﺎت‬

‫اﻟﻤﺒﻨ ﻲ ﻟﻠ ﻤ ﺠ ﻬ ﻮ ل‬
‫‪ . ١‬اﻟﻔﻌﻦ اﻟﻤﻀﺎرع اﻟﻨﺒﻨﻲ ﻳﻠﻨﺠﻬﻮل ألوزان اﻟﻔﻌﻞ (‪:)present passive verb‬‬

‫ﻣﺠﻬﻮل‬ ‫اﻟﻔﺎﻋﻞ‬ ‫اﻟﻔﺎﻋﻞ ﻣﻌﻠﻮﻟﻢ‬ ‫رﻫﺰ اﻟﺸﻜﻞ‬

‫ﺷﻞ‬ ‫ﺳﺢ‬ ‫ﻳﻔ ﻌ ﻞ‬ ‫ﻳ ﻤﻠ ﺢ‬ ‫‪١‬‬

‫ﺷﻞ‬ ‫ﻳﺸﺠﻊ‬ ‫ﻳﻠﺌ ﺬ‬ ‫ﻳﺸﺠﻊ‬ ‫‪٢‬‬

‫ﻳﻔﺎﻋﻦ‬ ‫ﻳ ﻌﺎﻟ ﺢ‬ ‫ﻳﻔﺎ ﻋ ﻞ‬ ‫ﻗﻌﺎ ﻟ ﻎ‬ ‫‪٣‬‬

‫ﺷﻞ‬ ‫ﻳ ﻌﻠ ﻦ‬ ‫ﻗﻠ ﻌ ﻦ‬ ‫ﻗﻄﻦ‬ ‫‪٤‬‬

‫‪-‬‬ ‫ﻳﺘﻔﺌ ﺬ‬ ‫ﻳﺘﻐﻴ ﺮ‬

‫‪-‬‬ ‫‪-‬‬ ‫ﻗﻘﻔﺎﻋﻦ‬ ‫ﻗﺘﻘﺎﻗﻦ‬ ‫‪٦‬‬

‫‪--‬‬ ‫‪-‬‬ ‫ﻳ ﺸﺬ‬ ‫ﺗﻨﻘ ﻄ ﻊ‬ ‫‪٧‬‬

‫ﻗﻔﺌ ﻌ ﺬ‬ ‫‪-‬‬ ‫ﻗﻠ ﻘ ﻌ ﺰ‬ ‫ﻳﻨﺘ ﻈ ﺮ‬ ‫‪٨‬‬

‫ﻧﻢ؛ ‪S r‬‬
‫‪--‬‬ ‫‪-‬‬ ‫ﻳﻠ ﻌ ﻦ‬ ‫ﺑﺤ ﺼﺮ‬ ‫‪٩‬‬
‫‪ ٥‬و‬ ‫ﻧﻢ‪-٠ ٠‬‬
‫ﺗ ﺴﺘﻔﻌ ﻞ‬ ‫‪١‬ا‪٠,‬ا‪ ٦‬ا ' ذ‬ ‫ﺗﺘﺘﻔ ﻌ ﻞ‬ ‫‪'١‬ا‪°,‬اذ؛»ذ‬ ‫‪١٠‬‬

‫ﺷﻞ اﻟﻤﻀﺎرع اﻟﻤﺠﻬﻮل ﻳﻀﻢ أوﻟﻪ وﻗﻔﺘﺢ ﻣﺎ ﻗﺒﻞ آﺧﺮه ‪.‬‬

‫‪١‬‬ ‫ﻣﺮاﺟﻌﺔ ﻋﻠ ﻰ ﻛﺘﺎب ‪٥‬‬

 ‫‪ . ٢‬اﻟﻐﻌﺬ اﻟﻤ ﻀﺎرع اﻟﻨﺒﻨﻲ ﺑﻠﻨﺠﻬﻮل ﺑالﻓﻌﺎل اﻟﺘﻌﻘﺌﺔ‪:‬‬

‫اﻟﻨﺎﻗﺺ‬ ‫ف‬‫األﺟﻮ‬ ‫اﻟﻤﺜﺎل‬

‫‪-‬ﻳﺌﺴﻰ‬ ‫ﻳﻘﻴ ﺲ (أﺻﺌﻬﺎ ﻳﺎﺀ) ﻗﻨﻌﻮ‪ -‬ﻗ ﻨ ﻲ‬ ‫ﻳﻘ ﻮ ن‬ ‫ﻣﺒﻨﻲ ﻟﻠﻤﻌﻠﻮم‬

‫وا و )‬ ‫ﺻﺘﻬﺎ‬‫(أ‬

‫‪-‬ﻳﻨ ﻰ ‪ -‬ﺻ ﻰ‬ ‫ﻳﻨﻌﻰ‬ ‫ﻳﻘﺎ س‬ ‫ﻗ ﻘﺎ ذ‬ ‫ﻳﻮ ﺻ ﻒ‬ ‫‪-‬‬ ‫ﻣﺒﻨﻲ ﻟﻠﻤﺠﻬﻮل ﻳﻨ ﺠ ﻦ‬

‫ﻳﺘﻐﻴﺮ‬ ‫اﻟﻌﺜ ﺔ ﻓ ﻰ اﻟ ﻮ ﺳ ﻂ إﻟ ﻰ ﻳ ﺪ ﻋ ﻮاﻳﺒﻨ ﻲ ‪:‬‬ ‫ﺣﺮ ف‬ ‫ﻳﻘﻔ ﺮ‬ ‫اﻟﻌﺜ ﺔ‬ ‫ﺣﺮ ف‬ ‫ﻳﻌ ﻮد‬ ‫اﻟﻘﺎﻋﺪة‬
‫اﻟ ﻌﻠ ﺔ اﻟ ﻰ اﻟ ﻒ‬ ‫ف‬‫ﺣﺮ‬ ‫ﻒ‬‫أﺗ‬ ‫ﻋﻨﺪ‬ ‫(و)‬ ‫ﺻﻠﻪ‬‫أ‬ ‫إﻟ ﻰ‬

‫ﻣﻘ ﺼ ﻮ رة‬ ‫اﻟﺒﻨﺎﺀ ﻟﻠ ﻤ ﺠ ﻬ ﻮ ل‬

‫ف‬‫ﺣﺮ‬ ‫ﻳﻨ ﺴ ﻰ‪ :‬ال ﺳ ﺮ‬

‫اﺷﺔ‬

‫‪ . ٣‬اﻟﻔﻌﻞ اﻟﻤﻀﺎرع اﻟﻤﺒﻨﻲ ﺑﻠﻨﺠﻬﻮل ﻓﻲ اﻟﻤﺴﺌﺜﺒﻞ‪:‬‬

‫( ﺳ ﻴ ﻌ ﻘ ﺪ ‪ -‬ﺳﻴﺒﺌ ﻰ) ﻳﻀﺎف ﻟﻠ ﻔ ﻌ ﻞ (ﺳﺪ) وال ﻳ ﻨ ﻄ ﻖ ﺑ ﻨ ﻔ ﺲ اﻟ ﺘ ﺸ ﻜ ﻴ ﻞ وﻳﺘﺒﻊ ﻗ ﻮ ا ﻋ ﺪ ا ﻟ ﻤ ﺠ ﻬ ﻮ ل ‪ :‬ﺗ ﻴ ﺌ ﻌ ﺪ ( ﻣ ﻌ ﻠ ﻮ م )‬

‫ﺳﻴﺌﻘﺪ (ﻣﺠﻬﻮل)‪:‬‬

‫ال ﺣﻬ ﻞ‪:‬‬

‫اﻟﻔﻌﻞ اﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﻬﻮل ﻟﻪ ﻧ ﺎ ﺋ ﺐ ﻓﺎ ﻋ ﻞ ﻣ ﻮ ﻓ ﻮ ع ﺑﺎﻟ ﻀ ﻌ ﺔ‪.‬‬ ‫أ‪.‬‬

‫ب ‪ .‬ﻟ ﺼ ﻴ ﺎ ﻏ ﺔ ا ﻟ ﻔ ﻌ ﻞ اﻟ ﻤ ﺒ ﻨ ﻲ ﻟ ﻠ ﻤ ﺠ ﻬ ﻮ ل ﻳ ﺤ ﻨ ﻒ ا ﻟ ﻔ ﺎ ﻋ ﻞ ﻣ ﻦ ا ﻟ ﺠ ﻤ ﻠ ﺔ و ﻳ ﺘ ﺤ ﻮ ل ا ﻟ ﻤ ﻔ ﻌ ﻮ ل ﺑﻪ إﻟﻰ ﻧ ﺎ ﺋ ﺐ ﻓ ﺎ ﻋ ﻞ ‪:‬‬

‫‪ -‬ﻳ ﻔﺘ ﺘ ﺢ اﻟ ﻤﺘ ﻄ ﻞ‪,‬‬ ‫— ا ﻟ ﺘ ﺘ ﺦ اﻟ ﻤﺘ ﺤ ﻔ ﻞ ‪.‬‬ ‫ﻳﻔﺘﺒ ﻎ اﻟ ﻮ زﻳ ﺮ ا ﻟ ﺌ ﺘ ﺨ ﻦ ‪.‬‬ ‫‪-‬‬

‫ت ‪ .‬ال ﺣ ﻆ ﺗ ﺸ ﻜ ﻴ ﻞ ﻛ ﻞ ﻣ ﻦ اﻟ ﻔ ﻌ ﻞ اﻟ ﻤ ﺒ ﻨ ﻲ ﻟ ﻠ ﻤ ﺠ ﻬ ﻮ ل ﻓ ﻲ ﺣ ﺎ ﻟ ﺔ اﻟ ﻤ ﺎ ﺿ ﻲ و ا ﻟ ﻤ ﻀ ﺎ ر ع ‪.‬‬

‫ﻓ ﻲ ا ﻟ ﻤ ﻀ ﺎ ر ع (ﻳﺒﺎع) و إ ﻟ ﻰ ﺑﺈ ﺀ ﻓ ﻲ ا ﻟ ﻤ ﺎ ﺿ ﻲ ( ﺑ ﻴ ﻊ ) ‪.‬‬ ‫ﻒ‬‫أﻟ‬ ‫ﺣ ﺮ ف‪ ١‬ﻟ ﻌ ﺘ ﺔ إ ﻟ ﻰ‬ ‫ﻓ ﻲ ا أل ﻓ ﻌ ﺎ ل ا ﻟ ﻤ ﻌ ﺘﻠ ﺔ ﻳﺘﺤﻮل‬ ‫ث‪.‬‬

‫اﻟ ﻔ ﺼ ﺤ ﻰ‬ ‫ﻟ ﻐﺘﻨﺎ‬
 ‫ﺗﺪرﻳﺐ (‪)١‬‬
‫اﺑﻦ اﻟﺠﻌﻦ اﻟﺘﺎﻟﻴﺔ ﻟﻠﻤﺠﻬﻮل وﻏﻴﺮ ﻣﺎ ﻳﻠﺰم‪:‬‬
‫‪ . ١‬ﺻﻨ ﻌ ﺖ ﻣ ﺼ ﺮ ﺳﻴﺎ ر ة ﺟ ﺪ ﻳ ﺪ ة ‪.‬‬

‫‪ . ٢‬ﺷ ﺎ ﻫ ﺪ ا ﻟ ﻤ ﺼ ﺮ ﻳ ﻮ ن اﻟ ﻤ ﺴ ﻠ ﺴ ﻞ ا ﻟ ﺘ ﺮ ﻛ ﻲ ﻓ ﺎ ﻃ ﻤ ﺔ ﻟ ﻤ ﺪ ة ﺳ ﻨ ﺔ ‪.‬‬

‫‪ . ٣‬أ ﻋ ﺎ د اﻟ ﻘ ﺎ ﺿ ﻲ ا ﻟ ﺤ ﻖ أل ﺻ ﺤ ﺎ ﺑ ﻪ ‪.‬‬

‫‪ . ٤‬ﻳ ﺤﺘ ﺮ م اﻟﻨﺎ س اﻟ ﺼﺎ د ﻗﻴ ﻦ ‪.‬‬

‫‪ . ٥‬ﺗ ﻜ ﺰ م اﻟ ﺪ وﻟ ﺔ اﻟ ﻤ ﺠﺘ ﻬ ﺪﻳ ﻦ ‪.‬‬

‫‪ . ٦‬ﺧ ﻄ ﻂ اﻟ ﻤ ﻬﻨ ﺪ ﺳ ﻮ ن اﻟ ﻤ ﺸ ﺮ و ﻋﻴ ﻦ اﻟ ﺠ ﺪﻳ ﺪﻳ ﻦ ‪.‬‬

‫‪ . ٧‬أ ﻋ ﻄ ﻰ ا ﻟ ﻤ ﺪ ر س اﻟ ﺘﻠ ﻤ ﻴ ﺬ ﻛ ﺘ ﺎ ﺑ ﻪ ‪.‬‬

‫‪ ٠٨‬ﺑ ﺎ ع اﻟ ﻐ ال ح ا ﻟ ﻘ ﻄ ﻦ ‪.‬‬

‫‪ . ٩‬أ ﺿ ﺎ ﺀ ا ﻟ ﻌ ﻤ ﺎ ل اﻟ ﻤ ﺼ ﺎ ﺑ ﻴ ﺢ ﻓ ﻲ ا ﻟ ﺸ ﻮ ا ر ع ‪.‬‬

‫‪ . ١ ٠‬ﺗ ﺴ ﺎ ﻋ ﺪ ا ﻟ ﺤ ﻜ ﻮ ﻣ ﺔ ا ﻟ ﻔ ال ﺣ ﻴ ﻦ ‪.‬‬

‫ﺗﺪرﻳﺐ (‪)٢‬‬
‫اﺑﻦ اﻟﺠﻤﻞ اﻟﺘﺎﻟﻴﺔ ﻟﻠﻤﻌﻠﻮم واﺧﺘﺮ ﻓﺎﻋال ﻣﻨﺎﺳﺒﺎ ﺳﺎ ﻳﻠ ﻲ وﻏﻘﺮ ﻣﺎ ﻳﻠﺰم‪:‬‬
‫‪-‬‬ ‫‪ -‬اﻟ ﻤ ﻌﻠ ﻢ‬ ‫‪ -‬اﻟ ﻤ ﺪ ر ﺳ ﺔ ‪ -‬اﻟﺒ ﺴﺘﺎﻧ ﻲ‬ ‫‪ -‬اﻟ ﻤ ﺠﺘ ﻤ ﻊ‬ ‫‪ -‬اﻟﻨﺎ د ي‬ ‫‪ -‬اﻟ ﺸ ﺮ ﻃ ﻲ‬ ‫‪ -‬اﻟ ﻤ ﻬﻨ ﺪ ﺳ ﻮ ن‬ ‫اﻟ ﺼ ﺤ ﻔ ﻲ‬

‫ا ﻟ ﻤ ﺘ ﺮ ﺟ ﻢ ‪ -‬اﻟﻠ ﺺ‬

‫‪ . ١‬أ ﻗ ﻤ ﺖ ﻃ ال ت ﻟ ال ﻋ ﻀ ﺎ ﺀ‪٠‬‬

‫‪ . ٢‬ا ﺳ ﺜ ﺌ ﺮ ج ا ﻟ ﺒ ﺘ ﺮ و ل ﻣ ﻦ ا ﻟ ﺼ ﺤ ﺮا ﺀ ‪.‬‬

‫‪ . ٣‬ا ﺳﻨﺜﺒ ﻞ واﻟ ﺪ اﻟ ﻄﺎﻟ ﺐ ‪.‬‬

‫ﺀ '‬

‫‪ ٠ ٤‬ا ﻛ ﺘ ﺒ ﻒ اﻟﻠ ﺼ ﻮ ص ‪.‬‬

‫‪ . ٥‬ﺗ ﺮ ﺟ ﻢ ا ﻟ ﻔ ﻴ ﻠ ﻢ ﻣ ﻦ اﻟﻠ ﻐ ﺔ ا إل ﻧ ﺠ ﻠ ﻴ ﺰ ﻳ ﺔ إ ﻟ ﻰ اﻟﻠ ﻐ ﺔ ا ﻟ ﻌ ﺮ ﺑ ﻴ ﺔ ‪.‬‬

‫‪ . ٦‬ﺳ ﺮ ﻗ ﺖ ا ﻟ ﺴ ﻴ ﺎ ر ة ﻣ ﻦ أ ﻣ ﺎ م ا ﻟ ﻤ ﻨ ﺰ ل‪٠‬‬

‫‪ . ٧‬ﻟ ﺸ ﺮ ﺧ ﺒ ﺮ ا ﻧ ﻘ ال ب ا أل ﺗ ﻮ ﺑ ﻴ ﺲ ا ﻟ ﺴ ﻴ ﺎ ﺣ ﻲ ا ﻟ ﻤ ﺘ ﺠ ﻪ إ ﻟ ﻰ ﺳ ﻴ ﻨﺎ ﺀ‪٠‬‬

‫‪٣‬‬ ‫ﻣﺮاﺟﻌﺔ ﻋﻠ ﻰ ﻛﺘﺎب ‪٥‬‬

 ‫‪ . ٨‬ﺳﺌﻔﺰﻟﻢ ا ﻟ ﻔ ﺎ ﺋ ﺰ ة ﻓ ﻲ ﻣ ﺒ ﺎ ر ا ة اﻟ ﺘ ﻨ ﺲ ﺑ ﺎ ﻟ ﺠ ﺎ ﺋ ﺰ ة ا أل و ﻟ ﻰ ‪.‬‬

‫‪ . ٩‬ﻗ ﻄﻔ ﺖ ا أل ز ﻫ ﺎ ر ‪ ٠‬ن ا ﻟ ﺤ ﺪ ﻳ ﻘ ﺔ ‪.‬‬

‫‪ ٠ ١ ٠‬ﻳ ﺌ ﺘ ﺰ ﻟ ﻢ اﻟ ﻌﺎ ﻣ ﻦ اﻟ ﻤ ﺨﻠ ﺺ ‪.‬‬

‫‪ . ٤‬اﺿﻞ اﻟالزم واﻟﻤﺘﻌﺪي‬

‫اﻟﻔﻌﺰاﻟﻨﻘﻔﻨﻰ‬ ‫ا ﻛ ﻞ اﻟالزم‬

‫ﺗﻔﻐﺮ اﻟﺤﻜﻮﻣﺔ اﻟﻘﺮﻳﺔ ‪.‬‬ ‫ﺗﺘﻔ ﺶ اﻟﻘﺮﻳﺔ‪.‬‬

‫و ز ن ﻓﺌ ﺬ‬ ‫ﻋﻠ ﻰ‬ ‫و ز ن ﺗﻘﺌ ﺬ‬ ‫ﻋﻠ ﻰ‬

‫ﻓﻌ ﻞ ﻟ ﻪ ﻣ ﻔ ﻌ ﻮ ز ﺑ ﻪ‬ ‫ﻓ ﻌ ﻞ ﺑ ﺪ و ن ﻣﻔ ﻌ ﻮ ل ﺑﻪ‬

‫ﻓﻌ ﻦ ﺗﻘﻌﻦ (وزن‪)٢‬‬ ‫ﻓ ﻌ ﻨ ال زﻟ ﻢ (وزن ‪) ٥‬‬

‫الﺣﻨﺪ اﻟﻘﺎﻋﺪة‪:‬‬
‫‪ . ٥‬ﻳﻤﻜﻦ ﺗﺤﻮﻳﻞ اﻟﻔﻌﻞ اﻟالزم إﻟﻰ ﻣﺘﻌﺪ ﻣﻦ ﺧالل ﺗﻬﻮﻳﻞ وزن‪ ١‬إﻟ ﻰ‪. ٢‬‬
‫وزن ‪٢‬‬ ‫‪ -‬ه ﻓ ﻨ ﺤ ﺖ ا أل م اﺑﻨﻬﺎ ﺑﺎﻟ ﻬﺪﻳ ﺔ‪( .‬ﻣﺘﻌﺪ)‬ ‫أ‪ .‬ﻓ ﺮ ح اﻟ ﻄﺎﻟ ﺐ ﺑﺎﻟ ﺠﺎﺋ ﺰ ة‪ ( .‬ال ز م )‬

‫وزن ‪٣‬‬ ‫ﺣﺎﻟ ﺲ ا ﻟ ﻄ ﺎ ك اﻟﻤ ﺤﺘ ﻬﺪﻟ ﻦ ‪( .‬ﻣﺘﻌﺪ)‬ ‫‪-4 -‬‬ ‫ال‪ ٠‬ﺣﻠ ﺲ ا ﻟ ﻄ ﺎ ك ‪ ( .‬ال ز م )‬

‫وزن ‪٤‬‬ ‫‪ . -‬أ ﺧ ﺮ ج أ ﺣﻤﺪ اﻟ ﻜﺘﺎ ب ‪( .‬ﻣﺘﻌﺪ)‬ ‫ت ‪ .‬ﺧ ﺮ ج أ ﺣ ﻤ ﺪ‪ ( .‬ال ز م )‬

‫وزن ‪١٠‬‬ ‫‪ .‬ا ﺳﺘ ﺨ ﺮ ج اﻟﻤﻬﻨﺪ س اﻟﺒﺘ ﺮ و ل‪( ٠‬ﻣﺘﻌﺪ)‬ ‫ث ‪ .‬ﺧ ﺮ ﺟﺎﻟ ﻌ ﻬ ﺬ د س‪ ( ٠‬ال ز م )‬

‫ا ﻟ ﻤ ﻔ ﻌ ﻮ ل ﺑ ﻪ ﺷ ﻜ ﺮ ت ا ﻟ ﻤ ﺠ ﺘ ﻬ ﺪ وﻛﺎﻓﺄﺗ ﻪ ‪.‬‬ ‫ﺗ ﻌ ﻮ د ﻋﻠﻰ‬ ‫اﻟﻤﺘﻌﺬي ‪ :‬ﺑﺄﻧﻪ ﻳ ﻘ ﺒ ﻞ اﻟ ﻬ ﺎ ﺀ اﻟﺘﻲ‬ ‫ﻳﻤﻜﻦ ﺗﻤﺒﻴﺰ‬

‫ﻓ ﻬ ﻢ ‪ .‬ﻣ ﻔ ﻬ ﻮ م ا ﻛﺘ ﺐ ‪ .‬ﻣ ﻜ ﺘ ﻮ ب‬ ‫ﻳﻤﻜﻦ أن ﻳﺼﺎغ ﻣﻨﻪ اﺳﻢ ﻣﻔﻌﻮل ذأم ﺑﺪون ﺣﺮف ﺟﺮ‪:‬‬

‫ﻟ ﻐﺘﻨﺎ اﻟﻔ ﺼ ﺤ ﻰ ‪٦‬‬ ‫‪٤‬‬

 ‫ﻧﺪوﻫﺐ ‪)٣‬‬
‫اﺧﺘﺮ اﻟﻔﻌﻞ اﻟﻤﻨﺎﺳﺐ ﻣﻦ األوزان اﻟﻤﺨﺘﻠﻔﺔ و س ﻧﻮﻋﻪ (الزم ‪ -‬ﻣﺘﻌﺪ)‪:‬‬
‫‪ - - -‬ا ﻟ ﺰ و ج‪٠‬ن ا ﻟ ﻤ ﻨ ﺰ ل ﺑ ﻌ ﺪ ﻣ ﺸ ﺎ ﺟ ﺮ ة‪٠‬ع ا ﺑ ﻨ ﻪ ‪.‬‬ ‫‪١‬‬
‫(ا ﺳﺘ ﺨ ﺮ خ ‪ -‬ﺧ ﺮ خ )‬

‫(ﻟ ﻘ ﻲ ‪ -‬ا ﺳ ﺘﻠ ﻘ ﻰ )‬ ‫— — ﺧ ﻤ ﺴ ﺔ أ ﺷ ﺨ ﺎ ص ﻣ ﺼ ﺮ ﻋ ﻬ ﻢ ﻓﻰ ﺣ ﺎ د ث ا أل ﺗ ﻮ ﺑ ﻴ ﺲ ‪.‬‬ ‫‪.٢‬‬

‫( ﺗ ﺴﺎ ﻣ ﺢ ‪ -‬ﺳﺎ ﻣ ﺢ )‬ ‫— ا أل م ا ﺑ ﻨ ﺘ ﻬ ﺎ ‪.‬‬ ‫—‬ ‫‪.٣‬‬

‫— ا ﻟ ﺸ ﺮ ﻛ ﺔ ا ﻟ ﺴ ﻌ ﻮ د ﻳ ﺔ ﺑﺎﻟﺘ ﻌﺎﻗ ﺐ ا ﻟ ﺠ ﺪ ﻳ ﺪ‪٠‬ع ا ﻟ ﺸ ﺮ ﻛ ﺔ ا أل ﺟ ﻨ ﺒ ﻴ ﺔ ‪ ( .‬ا ﺣ ﺘ ﻔ ﻞ ‪ -‬ﺗ ﺤ ﻔ ﻞ )‬ ‫؛‪.‬‬

‫( ﺗ ال أ ‪ -‬أ ذ ﺑ ﺄ )‬ ‫اﻟ ﺨ ﻌ ﺮا ﺀ ا ﻟ ﺴ ﻴ ﺎ ﺳ ﻴ ﻮ ن ﺑ ﻨ ﺠ ﺎ ح ا ﻟ ﺮ ﺋ ﻴ ﺲ ا ﻟ ﺠ ﺪ ﻳ ﺪ ‪.‬‬ ‫—‪-‬‬ ‫ﺀ‪.‬‬

‫ل ‪ -‬ﺣﻨ ﻞ )‬ ‫ﺰ‬‫ﺤ‬‫(ﺗ‬ ‫اﻟ ﺼ ﺎ ﺋ ﻎ ا ﻟ ﺬ ﻫ ﻰ ﺧ ﺎ ﺗ ﺘ ﺎ ‪.‬‬ ‫—‬

‫(ﻟ ﺒ ﺲ ‪ -‬أ ﻟ ﺒ ﺲ )‬ ‫‪ —-‬ا أل ﻃ ﻔ ﺎ ل ﻣالﺑﺲ ﺟ ﺪ ﻳ ﺪ ة ﻓ ﻰ اﻟ ﻌ ﻴ ﺪ ‪.‬‬ ‫'‪.١‬‬

‫(ا ﺳ ﺘ ﻔ ﺎ ض ‪ -‬ﻓ ﺎ ض )‬ ‫— — اﻟ ﻤﻴﺎ ه ﺑ ﻌ ﺪ اﻟ ﺴﻴ ﻮ ل وأ ﻏ ﺮ ﻗ ﺖ اﻟ ﻘ ﺮ ﻳ ﺔ ‪.‬‬ ‫‪.A‬‬

‫(أ ﺣ ﻴﺎ ‪ -‬ﺣ ﺰ )‬ ‫— ا ﻟ ﻄ ﺎ ﻟ ﻌ ﺎ ﻓﻰ ﻃ ﺎ ﺑ ﻮ ر ا ﻟ ﺼ ﺒ ﺎ ح ﻋ ﻠ ﻢ ﺑ ال د ه‪٠‬‬ ‫‪.٩‬‬

‫ﺗﺪرﻳﺐ (‪)٤‬‬
‫أﻋﺮب اﻟﻜﻠﻤﺎت اﻟﺘﻲ ﺗﺤﺘﻬﺎ ﺧﻂ‪ ٠‬ع اﻟﺘﺸﻜﻴﻞ ﺛﻢ ﺑﻴﻦ ﻧﻮع اﻟﻔﻌﻞ ﻓﻲ ﻛﻞ ﺟﻤﻠﺔ (الزم ‪ -‬ﻣﺘﻌﺪ)‪:‬‬
‫‪ . ١‬ﺳ ﺎ ﻓ ﺮ ز و ﺟ ﻲ إ ﻟ ﻰ ا ال ﻗ ﺼ ﺮ ‪.‬‬

‫‪ . ٢‬ﻳ ﺴ ﺎ ﻫ ﻢ ا ﻟ ﻤ ﻤ ﺮ ﺿ ﻮ ن ﻓ ﻲ ا ﻟ ﻌ ﻤﻠ ﻴ ﺔ ا ﻟ ﺠ ﺮ ا ﺣ ﻴ ﺔ ‪.‬‬

‫‪ . ٣‬أ ﻋ ﻄ ﻴ ﺖ ﺻ ﺪ ﻳ ﻘ ﺘ ﻲ ﻫ ﺪ ﻳ ﺔ ﻓ ﻲ ﻋ ﻴ ﺪ ﻣ ﻴ ال د ﻫ ﺎ‪٠‬‬

‫‪ . ٤‬ﻃ ﺎ ر ا ﻟ ﻌ ﺼ ﻔ ﻮ ر ﻋ ﺎﻟ ﻴ ﺎ‪٠‬‬

‫ت ‪ .‬ﺟ ﻌﻠ ﺖ ا ﻟ ﺜ ال ﺟ ﺔ اﻟ ﻤ ﺎ ﺀ ﺛﻠ ﺠ ﺎ ‪.‬‬

‫‪ . ٠‬ر ﻗ ﺪ ا ﻟ ﻤ ﺮ ﻳ ﻀ ﺎ ن ﻓ ﻲ اﻟ ﻤ ﺴ ﺘ ﺸ ﻔ ﻰ ‪٠‬‬

‫'‪ . ١‬أ د ﺧ ﻠ ﺖ ا أل م ا ﺑ ﻨ ﻬ ﺎ ا ﻟ ﻤ ﺮ ﻳ ﺾ اﻟ ﻤ ﺴ ﺘ ﺸ ﻔ ﻰ ‪.‬‬

‫‪ . ٨‬ﻳ ﺄ ﻛ ﻞ ا ﻟ ﺴ ﺎ ﺋ ﺢ ﻃ ﻌ ﺎ م ا ﻟ ﻐ ﺬ ا ﺀ ﻓ ﻲ ﻣ ﻄ ﺎ ﻋ ﻢ ﻣ ﺨﺘﻠ ﻐ ﺔ ‪.‬‬

‫‪ . ٩‬وﻗ ﻒ اﻟ ﺮا ﻛ ﺐ ﻓ ﻲ ﻣ ﺤ ﻄ ﺔ اﻟ ﻘ ﻄﺎ ر ‪.‬‬

‫‪٥‬‬ ‫ﻣﺮاﺟﻌﺔ ﻋﻠ ﻰ ﻛﺘﺎب ‪٥‬‬

Another random document with
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A businesslike atmosphere filtered through the quiet of the Smokies.
Though wolves and panthers had largely disappeared by 1910, fur
buyers and community traders enjoyed a brisk exchange in mink,
raccoon, fox, and ’possum hides. Oak bark and chestnut wood,
called “tanbark” and “acid wood” because they were sources of
valuable tannic acid, brought $7 per cord when shipped to Asheville
or Knoxville. As the sawmills flourished, makeshift box houses of
vertical poplar and chestnut planks gave way to more substantial
weatherboarded homes of horizontal lengths and tight-fitting frames.
Slick, fancy, buggy-riding “drummers” peddled high-button shoes and
off-color stories. The spacious Wonderland Park Hotel and the
Appalachian Club at Elkmont, and a hunting lodge on Jake’s Creek
graced the once forbidding mountainsides.
Undergirding this development was a growing cash base: peaches
and chestnuts, pork and venison, wax and lard—translated into
money—brought flour and sugar, yarn and needles, tools and
ammunition. Yet in the midst of this new-found activity, many clung to
their old habits. Children still found playtime fun by sliding down hills
of pine needles and “riding” poplar saplings from treetop to treetop.
Hard-shell Baptist preachers, such as the hunter and “wilderness
saddle-bagger” known as “Preacher John” Stinnett, still devoted long
spare hours, and sometimes workdays as well, to reading The Book:
“I just toted my Bible in a tow sack at the handle of my bull tongue
and I studied it at the turn of the furrow and considered it through the
rows.”
But whatever the immediate considerations of the hour happened to
be, logging was the order of the day. From the Big Pigeon River, all
the way to the Little Tennessee, the second generation of timber-
cutters had moved into the Smokies on a grand scale.
The companies, with their manpower, their strategically placed
sawmills, and their sophisticated equipment, produced board feet of
lumber by the millions. The rest of the country, with its increased
demands for paper and residential construction, absorbed these
millions and cried for more. By 1909, when production attained its
peak in the Smokies and throughout the Appalachians, logging
techniques had reached such an advanced state that even remote
stands of spruce and hemlock could be worked with relative ease.
Demand continued unabated and even received a slight boost when
World War I broke out in 1914.

Pages 100-101: Sawmills, such as this one at

Lawson’s Sugar Cove, were quickly set up in one
location and just as quickly moved to another as soon
as the plot was cleared.
National Park Service
High volume covered high costs. The Little River Lumber Company,
perhaps the most elaborate logging operation in the Smokies, cut a
total of two billion board feet. Cherry, the most valuable of the
woods, with its exquisite grain and rich color, was also the scarcest.
Yellow-poplar, that tall, straight tree with a buoyancy that allowed it to
float high, turned out to be the most profitable of all saw timber.
Coniferous forests, the thick, dark regions of pungent spruce and
hemlock, yielded a portion of the company’s output.
Extraction of such proportions was not easy. Timber cruisers combed
the forests, estimating board feet and ax-marking suitable trees.
Three-man saw teams followed the cruisers. One, the “chipper,”
calculated the fall of the tree and cut a “lead” in the appropriate side.
Two sawyers then took over, straining back and forth upon their
crosscut saw until gravity and the immense weight of the tree
finished their job for them. The work was hard and hazardous.
Sometimes, if the lead were not cut properly, the trunk would fall
toward the men; sudden death or permanent injury might result from
the kickback of a doomed tree’s final crash, or from a moment’s
carelessness.
To remove the felled timber, larger companies laid railroad tracks far
up the creeks from their mills. At the eastern edge of the Smokies,
for instance, one such terminus grew into the village of Crestmont,
which boasted a hotel, two movie theaters, and a well-stocked
commissary. Such accommodations seemed a distant cry indeed
from the upper branches of Big Creek, gathering its waters along the
slopes of Mt. Sterling, Mt. Cammerer, and Mt. Guyot. Workers from
improbable distances—even countries “across the waters,” such as
Italy—teamed with the mountain people to push a standard gauge
track alongside the boulder-strewn streams. Bolted onto oaken ties
that were spaced far enough apart to discourage foot travel, the
black rails drove ahead, switched back to higher ground, crossed Big
Creek a dozen times before they reached the flat way station of
Walnut Bottoms.
Dominated by powerful, blunt-bodied locomotives, the railroads gave
rise to stories that were a flavorful blend of pathos and danger.
“Daddy” Bryson and a fireman named Forrester were killed on a
sharp curve along Jake’s Creek of Little River. Although Forrester
jumped clear when the brakes failed to hold, he was buried under an
avalanche of deadly, cascading logs. There were moments of
comedy as well as tragedy. In the same river basin, Colonel
Townsend asked engineer Noah Bunyan Whitehead one day when
he was going to stop putting up all that black smoke from his train.
Bun
answered
: “When
they start
making
white
coal.”
Railroads
could
reach
only so
far,
however.
The most
complex
phase of
the
logging
process
was
“skidding,
” or
bringing
the felled
logs from
inaccessi
ble
distances
to the
waiting
cars. As
the first
step, men
armed
with cant Little River Lumber Company
hooks or
short,
harpoon- Massive steam-powered skidders pulled
like logs in off the hills to a central pile. Then the
peavies, loaders took over and put the logs on trains,
simply which carried them to the mills.
rolled the
logs
down the mountainsides. Such continuous “ball-hooting,” as it was
called, gouged paths which rain and snow etched deeper into scars
of heavy erosion. Sometimes oxen and mules pulled, or “snaked,”
the timber through rough terrain to its flatcar destination. Horses
soon replaced the slower animals and proved especially adept at
“jayhooking,” or dragging logs down steep slopes by means of J-
hooks and grabs. When the logs gained speed and threatened to
overtake them, the men and nimble-footed horses simply stepped
onto a spur trail; the open link slipped off at the J-hook and the logs
slid on down the slope under their own momentum.
Even more ingenious skidding methods were devised. Splash-dams
of vertical hemlock boards created reservoirs on otherwise shallow,
narrow streams. The released reservoir, when combined with heavy
rains, could carry a large amount of timber far downstream. In the
mill pond, loggers with hobnailed boots kept the logs moving and
uncorked occasional jams. Another method devised to move virgin
timber down steep slopes was the trestled flume. The large, wooden
graded flumes provided a rapid but expensive mode of delivery. One
carried spruce off Clingmans Dome.
There were, finally, the loader and skidders. The railroad-mounted
steam loader was nicknamed the “Sarah Parker” after “a lady who
must have been real strong.” The skidder’s revolving drum pulled in
logs by spectacular overhead cables. Loaded with massive timber
lengths, these cables spanned valleys and retrieved logs from the
very mountaintops.
National Park Service
George Washington Shults and some neighbors
snake out large trunks with the help of six oxen.
Sometimes the lumber companies would hire such
local people to handle a specific part of the operation.
Today we call the process subcontracting.
Little River Lumber Company
Of the many kinds of trees logged in the Great
Smokies, the largest and most profitable were the
yellow-poplars, more commonly known as tulip trees.
A man could feel pretty small standing next to one of
them.
Little River Lumber Company
The great scale of the logging machinery was like
nothing the Smokies had seen before. Long trains
carried loads of huge tree trunks to sawmills after the
flat cars were loaded by railroad-mounted cranes.
To coordinate all of these operations efficiently required skill and
judgment. The lumber companies devised numerous approaches to
the problem of maximum production at lowest cost. They contracted
with individuals; Andy Huff, for example, continued to run a mill at
the mouth of Roaring Fork and paid his men a full 75 cents for a 16-
hour day. The corporations sometimes worked together; in one
maneuver, Little River helped Champion flume its spruce pulpwood
to the Little River railroad for shipment to Champion’s paper mill at
Canton, North Carolina. Haste and carelessness could lead to
shocking waste. When one company moved its operations during
World War I, 1.5 million board feet of newly cut timber was left to rot
at the head of Big Creek.
The ravages of logging led to fires. Although fires were sometimes
set on purpose to kill snakes and insects and to burn underbrush,
abnormal conditions invited abnormal mishaps. Parched soil no
longer held in place by a web of living roots, dry tops of trees piled
where they had been flung after trimming the logs, and flaming
sparks of locomotives or skidders: any combination of these caused
more than 20 disastrous fires in the Smokies during the 1920s. A
two-month series of fires devastated parts of Clingmans Dome,
Siler’s Bald, and Mt. Guyot. One holocaust on Forney Creek, ignited
by an engine spark, raced through the tops of 24-meter (80-foot)
hemlocks and surged over 5 kilometers (3 miles) in four hours. A site
of most intense destruction was in the Sawtooth range of the
Charlie’s Bunion area.
Despite the ravages of fire, erosion, and the voracious ax and saw,
all was not lost. Some two-thirds of the Great Smoky Mountains was
heavily logged or burned, but pockets of virgin timber remained in a
shrinking number of isolated spots and patches at the head of
Cataloochee, the head of Greenbrier, and much of Cosby and Deep
Creek. And as the 1920s passed into another decade, the vision of
saving what was left of this virgin forest, saving the land—saving the
homeland—grew in the lonely but insistent conscience of a small
number of concerned and convincing citizens.
 Conducting a preliminary survey of the park’s
boundaries in 1931 are (from left) Superintendent J.
Ross Eakin, Arthur P. Miller, Charles E. Peterson, O. G.
Taylor, and John Needham.
George A. Grant
 Birth of a Park
Logging dominated the life of the Great Smoky Mountains during the
early decades of the 20th century. But there was another side to that
life. Apart from the sawmills and the railroads and the general stores,
which were bustling harbingers of new ways a-coming, the higher
forests, the foot trails, and the moonshine stills remained as tokens
of old ways a-lingering. One person in particular came to know and
speak for this more primitive world.
Horace Kephart was born in 1862 in East Salem, Pennsylvania. His
Swiss ancestors were pioneers of the Pennsylvania frontier. During
his childhood, Kephart’s family moved to the Iowa prairie, where his
mother gave him a copy of the novel Robinson Crusoe by Daniel
Defoe. In the absence of playmates on the vast Midwest grassland,
young Kephart dreamed and invented his own games, fashioned his
own play swords and pistols out of wood and even built a cave out of
prairie sod and filled it with “booty” collected off the surrounding
countryside.
Horace Kephart never forgot his frontier beginnings. He saved his
copy of Robinson Crusoe and added others: The Wild Foods of
Great Britain, The Secrets of Polar Travel, Theodore Roosevelt’s The
Winning of the West. Camping and outdoor cooking, ballistics and
photography captured his attention and careful study.
Kephart polished his education with periods of learning and library
work at Boston University, Cornell, and Yale. In 1887 he married a
girl from Ithaca, New York, and began to raise a family. By 1890, he
was librarian of the well-known St. Louis Mercantile Library. In his
late thirties, Kephart grew into a quiet, intense loner, a shy and
reticent man with dark, piercing eyes. He remained an explorer at
heart, a pioneer, an individual secretly nurturing the hope of further
adventures.
Opportunity arrived in a strange disguise. Horace Kephart’s largely
unfulfilled visions of escape were combined with increasingly
prolonged periods of drinking. Experience with a tornado in the
streets of St. Louis affected his nerves. As he later recalled:
“... then came catastrophe; my health broke down. In the summer of
1904, finding that I must abandon professional work and city life, I
came to western North Carolina, looking for a big primitive forest
where I could build up strength anew and indulge my lifelong
fondness for hunting, fishing and exploring new ground.”
He chose the Great Smokies almost by accident. Using maps and a
compass while he rested at his father’s home in Dayton, Ohio, he
located the nearest wilderness and then determined the most remote
corner of that wilderness. After his recuperation he traveled to
Asheville, North Carolina, where he took a railroad line that wound
through a honeycomb of hills to the small way station of Dillsboro.
And from there, at the age of 42, he struck out, with a gun and a
fishing rod and three days’ rations, for the virgin mountainside forest.
After camping for a time on Dick’s Creek, his eventual wild
destination turned out to be a deserted log cabin on the Little Fork of
the Sugar Fork of Hazel Creek.
His nearest neighbors lived 3 kilometers (2 miles) away, in the
equally isolated settlement of Medlin. Medlin consisted of a post
office, a corn mill, two stores, four dwellings, and a nearby
schoolhouse that doubled as a church. The 42 households that
officially collected their mail at the Medlin Post Office inhabited an
area of 42 square kilometers (16 square miles). It was, as Kephart
describes it:
“... the forest primeval, where roamed some sparse herds of cattle,
razorback hogs and the wild beasts. Speckled trout were in all the
streams. Bears sometimes raided the fields and wildcats were a
common nuisance. Our settlement was a mere slash in the vast
woodland that encompassed it.”
But it was also, for Horace Kephart, a new and invigorating home.
He loved it. He thrived in it. At first he concentrated his senses on
the natural beauty around him, on the purple rhododendron, the
 flame azalea, the
fringed orchis, the
crystal clear
streams. Yet as the
months passed, he
found that he could
not overlook the
people.
The mountain
people were as
solidly a part of the
Smokies as the
boulders
themselves. These
residents of branch
and cove, of Medlin
and Proctor and all
the other tiny
settlements tucked
high along the
slanting creekbeds
of the Great Smoky
Mountains, these
distinctive “back of
beyond” hillside
farmers and work-
worn wives and
wary moonshine
George Masa distillers lodged in
Kephart’s
Horace Kephart, librarian-turned- consciousness and
mountaineer, won the hearts of the imagination with
Smokies people with his quiet and rock-like strength
unassuming ways. He played a and endurance.
major role in the initial movement
for a national park. Initially silent and
suspicious of this
stranger in their midst, families gradually came to accept him. They
approved of his quietness and his even-handed ways, even
confiding in him with a simple eloquence. One foot-weary distiller,
after leading Kephart over kilometers of rugged terrain, concluded:
“Everywhere you go, it’s climb, scramble, clamber down, and climb
again. You cain’t go nowheres in this country without climbin’ both
ways.” The head of a large family embracing children who spilled
forth from every corner of the cabin confessed: “We’re so poor, if free
silver was shipped in by the carload we couldn’t pay the freight.”
Kephart came to respect and to wonder at these neighbors who
combined a lack of formal education with a fullness of informal
ability. Like him, many of their personal characters blended a
weakness for liquor with a strong sense of individual etiquette. He
heard, for example, the story of an overnight visitor who laid his
loaded gun under his pillow; when he awoke the next morning, the
pistol was where he had left it, but the cartridges stood in a row on a
nearby table.
He met one George Brooks of Medlin: farmer, teamster, storekeeper,
veterinarian, magistrate, dentist. While Brooks did own a set of
toothpullers and wielded them mercilessly, some individuals
practiced the painful art of tooth-jumping to achieve the same result.
Uncle Neddy Carter even tried to jump one of his own teeth; he cut
around the gum, wedged a nail in, and made ready to strike the nail
with a hammer, but he missed the nail and mashed his nose instead.
None of these fascinating tales escaped the attention of Horace
Kephart. As he regained his health, the sustained energy of his
probing mind also returned. Keeping a detailed journal of his
experiences, he drove himself as he had done in the past. He
developed almost an obsession to record all that he learned, to know
this place and people completely, to stop time for an interval and
capture this mountain way of life in his mind and memory. For three
years he lived by the side of Hazel Creek. Though he later moved
down to Bryson City during the winters, he spent most of his
summers 13 kilometers (8 miles) up Deep Creek at an old cabin that
marked the original Bryson Place.
Kephart distilled much of what he learned into a series of books. The
Book of Camping and Woodcraft appeared in 1906 as one of the first
detailed guidebooks to woodsmanship, first aid, and the art we now
call “backpacking,” all based on his personal experience and
knowledge. There is even a chapter on tanning pelts. But the most
authoritative book concerned the people themselves. Our Southern
Highlanders, published in 1913 and revised nine years later, faithfully
retraces Kephart’s life among the Appalachian mountain folk after he
“left the tame West and came into this wild East.” And paramount
among the wilds of the East was the alluring saga of the moonshiner.

Laura Thornborough
Wiley Oakley, his wife, and children gather on the
porch of their Scratch Britches home at Cherokee
Orchard with “Minnehaha.” Oakley always said, “I
have two women: one I talk to and one who talks to
me.”
National Park Service
Oakley was a park guide before there was a park. And
in that role he nearly always wore a red plaid shirt. He
developed friendships with Henry Ford and John D.
Rockefeller and became known as the “Will Rogers of
the Smokies.”
In Horace Kephart’s own eyes, his greatest education came from the
spirited breed of mountain man known as “blockade runners” or
simply “blockaders.” These descendants of hard-drinking Scotsmen
and Irishmen had always liked to “still” a little corn whisky to drink
and, on occasion, to sell. But as the 1920s opened into the era of
Prohibition, the mountain distiller of a now contraband product
reached his heyday. He found and began to supply an expanding,
and increasingly thirsty market.
Stealth became the keynote in this flourishing industry. Mountaineers
searched out laurel-strangled hollows and streams that seemed
remote even to their keen eyes. There they assembled the copper
stills into which they poured a fermented concoction of cornmeal,
rye, and yeast known as “sour mash” or “beer.” By twice heating the
beer and condensing its vapors through a water-cooled “worm” or
spiral tube, they could approximate the uncolored liquor enjoyed at
the finest New York parties. And by defending themselves with
shotguns rather than with words, they could continue their
approximations.
In this uniquely romantic business, colorful characters abounded on
both sides of the law. Horace Kephart wrote about a particular pair of
men who represented the two legal extremes: the famous
moonshiner Aquilla Rose, and the equally resilient revenuer from the
Internal Revenue Service, W. W. Thomason.
Aquilla, or “Quill,” Rose lived for 25 years at the head of sparsely
populated Eagle Creek. After killing a man in self-defense and hiding
out in Texas awhile, Rose returned to the Smokies with his wife and
settled so far up Eagle Creek that he crowded the Tennessee-North
Carolina state line. Quill made whisky by the barrel and seemed to
drink it the same way, although he was occasionally seen playing his
fiddle or sitting on the porch with his long beard flowing and his
Winchester resting across his lap. His eleventh Commandment, to
“never get ketched,” was faithfully observed, and Quill Rose
remained one of the few mountain blockaders to successfully
combine a peaceable existence at home with a dangerous livelihood
up the creek.
W.W. Thomason visited Horace Kephart at Bryson City in 1919.
Kephart accepted this “sturdy, dark-eyed stranger” as simply a tourist
interested in the moonshining art. While Thomason professed
innocence, his real purpose in the Smokies was to destroy stills
which settlers were operating on Cherokee lands to evade the local
law. He prepared for the job by taking three days to carve and paint
a lifelike rattlesnake onto a thick sourwood club. During the following
weeks, he would startle many a moonshiner by thrusting the stick
close and twisting it closer.
When Kephart led the “Snake-Stick Man” into whiskyed coves in the
Sugarlands or above the Cherokee reservation, he found himself
deputized and a participant in the ensuing encounters. More often
than not, shots rang out above the secluded thickets. In one of these
shootouts, Thomason’s hatband, solidly woven out of hundreds of
strands of horsehair, saved this fearless revenuer’s life.